SCENARIO Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.
1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? Ms. Campbell needsto remember because English is the student's second language sometimes they can be misdiagnosed because of their nonstandard dialects could be misunderstood. Also, they may have difficulties because the standardized tests could be culturally biased. Remember to use assessments and instruction that is nonbiased to formulate appropriate individualized educational programs. Assessments should also be conducted in their primary language to determine if they have a language problem.
2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. She could use the Clinical Evaluation of Language Fundamentals -4 which assesses morphology, syntax and semantics and pragmatics. Other tests sch as the Tests of Early Language Development-3 assess receptive and expressive skills in syntax and semantics.
3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? Ms. Campbell could use the Goldman-Fristoe Test of Articulation -2 for assessment of phonological deficits.
4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. 1. Expect students to speak occasionally in incomlete sentnces because this is normal for discourse. 2. Regardless of the effectiveness of a student's communication, convey that the message is important. React first to the content of a student's message because it is most important i the communication process and then correct the syntax error. 3. When attempting to expand a young child's utterances, provide one or two additional words to the child's spontaneous utterance for the child to repeat rather than impose adult structures that are difficult to imitate. Explain that the reason for the expansion of the utterance is not to correct what the youngster is saying but to give a more complex way of expressing thought.
5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. What Goes Together- set of 40 playing cards composed of associateion pictures. Six cards delt (i.e. 2 to 4 players). and the remaining cards are placed face down in the center of the players. Each player combines any association sets in his or her hand andlays them face up on the table. Then each player in turn takes a card from the deck discards one from his or her hand and places it face up next to the deck. After the first discard each player can select a card either from the deck or from the discard pile. The first player who displays three association sets wins. Fishing for Blends: To teach /s/ blendsFish shaped cards displaying /s/ blends : st, sk, sw, and sl The cards are placed face up in the center of the students. The caller calls out a word contianing an /s/ blend such as skate. The players take turns finding the correct blend from the group of fish cards. IF the correct card is picked the player gets to keep the card. When all the cards are gone from the center, the the player with the most "fish" wins.
Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.
1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? Ms. Campbell needsto remember because English is the student's second language sometimes they can be misdiagnosed because of their nonstandard dialects could be misunderstood. Also, they may have difficulties because the standardized tests could be culturally biased. Remember to use assessments and instruction that is nonbiased to formulate appropriate individualized educational programs. Assessments should also be conducted in their primary language to determine if they have a language problem.
2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. She could use the Clinical Evaluation of Language Fundamentals -4 which assesses morphology, syntax and semantics and pragmatics. Other tests sch as the Tests of Early Language Development-3 assess receptive and expressive skills in syntax and semantics.
3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? Ms. Campbell could use the Goldman-Fristoe Test of Articulation -2 for assessment of phonological deficits.
4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. 1. Expect students to speak occasionally in incomlete sentnces because this is normal for discourse. 2. Regardless of the effectiveness of a student's communication, convey that the message is important. React first to the content of a student's message because it is most important i the communication process and then correct the syntax error. 3. When attempting to expand a young child's utterances, provide one or two additional words to the child's spontaneous utterance for the child to repeat rather than impose adult structures that are difficult to imitate. Explain that the reason for the expansion of the utterance is not to correct what the youngster is saying but to give a more complex way of expressing thought.
5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups. What Goes Together- set of 40 playing cards composed of associateion pictures. Six cards delt (i.e. 2 to 4 players). and the remaining cards are placed face down in the center of the players. Each player combines any association sets in his or her hand andlays them face up on the table. Then each player in turn takes a card from the deck discards one from his or her hand and places it face up next to the deck. After the first discard each player can select a card either from the deck or from the discard pile. The first player who displays three association sets wins. Fishing for Blends: To teach /s/ blendsFish shaped cards displaying /s/ blends : st, sk, sw, and sl The cards are placed face up in the center of the students. The caller calls out a word contianing an /s/ blend such as skate. The players take turns finding the correct blend from the group of fish cards. IF the correct card is picked the player gets to keep the card. When all the cards are gone from the center, the the player with the most "fish" wins.